留守儿童人际交往障碍的社会工作介入研究

发布时间：2018-06-20 00:13

本文选题：留守儿童 + 社会工作　；参考：《西北农林科技大学》2017年硕士论文

【摘要】：农村剩余劳动力随着社会经济各方面的发展不断向城市转移,大部分农村家庭青壮年外出务工,将儿女留守老家成为留守儿童。他们有的是隔代监护、有的是亲戚监护、还有的是单亲监护、平辈监护,甚至还有自我监护。这些监护方式多多少少都会对留守儿童的身心健康产生不良影响,人际交往能力欠缺导致人际交往障碍就是其中一种表现,而良好的人际交往能够帮助留守儿童成年后更好更快地适应社会。本研究以重庆市涪陵区百胜镇丛林九年制学校的留守儿童为调查研究对象,共发放调查问卷300份,获取有效问卷288份,其中留守儿童人数是146人。此外,对5位留守儿童、2位留守儿童监护人、2位班主任进行了访谈。通过问卷调查以及对目标对象的访谈,笔者总结出留守儿童人际交往障碍主要表现为:第一是与父母的关系——亲子关系疏离;第二是与其他监护人(祖父母、亲戚等)关系——沟通不畅、矛盾冲突;第三是与朋辈群体的交往——寻求同伴认同、孤独感强烈;第四是与教师的关系——忽视心理、师生关系疏离。而留守儿童出现人际交往障碍的原因有:自身原因、家庭原因、学校原因、农村社区原因。笔者通过招募具有明显人际交往障碍的留守儿童共8名,对其进行需求评估,在此基础上找准介入点以及选择合适的介入策略,最后撰写小组活动方案。具体实施过程中,初期阶段,社工引导组员充分地认识自我,并学会接纳自我;中期阶段,社工的主要任务是引导组员进行人际交往技巧的学习、情绪宣泄等,提升小组凝聚力,使组员获得归属感和同伴支持;终期阶段,组员通过对日常生活中常见且典型的人际交往场景进行情景模拟,通过情景模拟,从中学习正确的人际交往的方法。小组工作开展过程中笔者发现其中一名组员人际交往状况没有得到明显改善,对其又实施了个案辅导。笔者在小组工作结束和个案工作结案后,通过服务对象自评、重要他人评估以及研究者评估,发现服务对象在人际交往状况方面有了明显改善。社会工作介入留守儿童人际交往障碍应该始终贯穿优势视角,切忌把留守儿童标签化、问题化,用优势视角看待留守儿童身上的问题,帮助他们挖掘自身优势,积极开发其潜能。社工在提供服务过程中应积极运用社会工作助人的专业方法和技巧,通过本研究发现,小组工作和个案工作相结合介入留守儿童人际交往障碍能够促进问题更好地解决。留守儿童大部分时间生活在家庭和学校系统中,良好的家庭环境,特别是亲密的亲子关系对留守儿童人际关系的的发展具有重要意义,而促进家庭、学校、农村社区各种资源的整合也能够在留守儿童人际交往发展方面发挥积极作用。
[Abstract]:With the development of social economy, the surplus labor force in rural areas is constantly transferred to the city. Most rural families go out to work for the young and middle-aged, and leave their children in their hometown to become left-behind children. Some of them are intergenerational, some are relatives, there are single-parent guardianship, peer care, and even self-care. These forms of guardianship will have a negative impact on the physical and mental health of left-behind children, and the lack of interpersonal skills will lead to obstacles in interpersonal communication. And good interpersonal communication can help left-behind children to adapt to society better and faster when they are adults. In this study, a total of 300 questionnaires were distributed and 288 valid questionnaires were obtained, among which 146 children were left behind in a nine-year Jungle School in Baisheng Town, Fuling District, Chongqing. In addition, 5 children left behind and 2 guardians of left-behind children were interviewed. Through questionnaires and interviews, the author concludes that the main obstacles to interpersonal communication of left-behind children are as follows: first, the relationship between parents and children, the second is with other guardians (grandparents, grandparents) The third is the communication with the peer group-seeking peer identification, the feeling of loneliness is strong; the fourth is the relationship with teachers-neglect psychology, the relationship between teachers and students is alienated. The causes of interpersonal obstacles for left-behind children are: self-reason, family reason, school reason and rural community reason. By recruiting 8 left-behind children with obvious interpersonal difficulties, the author assessed their needs, found the right intervention points and appropriate intervention strategies, and finally wrote a group activity plan. In the concrete implementation process, in the initial stage, the social workers guide the team members to fully understand themselves and learn to accept themselves. In the middle stage, the main tasks of the social workers are to guide the team members to learn interpersonal skills, to express their emotions, and so on. Enhance group cohesion, so that the group members get a sense of belonging and peer support; at the end of the period, the team members through the daily life common and typical interpersonal interaction scene simulation, through the scene simulation, Learn the right way to communicate with others. In the course of the group work, the author found that one of the group members had no obvious improvement in interpersonal communication, and carried out case counseling. After the conclusion of the group work and the case work, through the self-evaluation of the service object, the evaluation of the important others and the evaluation of the researcher, it is found that the service object has improved obviously in the aspect of interpersonal communication. Social work should always run through the superior angle of view in the interpersonal communication obstacle of left-behind children, avoid tagging and problemizing left-behind children, treat the problems of left-behind children from an advantage perspective, and help them to exploit their own advantages. Actively develop its potential. Social workers should actively use the professional methods and skills of social work to help others in the process of providing services. Through this study, it is found that the combination of group work and case work can promote the better solution of problems. Left-behind children spend most of their time in the family and school systems. A good family environment, especially close parent-child relationships, is important for the development of interpersonal relationships among left-behind children, and promotes families, schools, The integration of various resources in rural communities can also play an active role in the interpersonal development of left-behind children.
【学位授予单位】：西北农林科技大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：C913.5;C916

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